排序方式： 共有54条查询结果，搜索用时 17 毫秒
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Paul Wasserman Janiece McLean Brian Rust Stefan Kanfer K. Aubrey Stone Richard F. Hixson 《Communication Booknotes Quarterly》2013,44(3):8-9
Paul Wasserman and Janiece McLean's Consultants and Consulting Organizations Directory (Detroit: Gale Research Co., 1973—$45.00), Brian Rust's The Complete Entertainment Discography from the mid-1890s to 1942 (New Rochelle, N.Y.: Arlington House, 1973—$12.95) Stefan Kanfer's A Journal of the Plague Years (New York: Atheneum, 1973—$7.95) K. Aubrey Stone's I'm Sorry, the Monopoly You Have Reached is not in Service (New York: Pallantine/Grassroots, 1973—$1.50, paper) Richard F. Hixson's Mass Media: A Casebook (New York: Crowell, 1973—price not known, paperback), Donald I. Rogers' Since You Went Away (New Rochelle, N.Y.: Arlington House, 1973—$8.95), 相似文献
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The Third International Mathematics and Science Study (TIMSS) placed Slovene 9 year olds significantly above the international mean in mathematics and English 9 year olds significantly below. As the project to be described here shows, however, such findings can mask finer differences in numerical abilities and problem-solving which qualitative analysis can reveal. While performance in arithmetic tasks of English 6 year olds was superior to Slovene pre-schoolers of the same age, at 7 years Slovene pupils had caught up and between 8 and 11 years forged ahead. By contrast, Slovene pupils were not quite so successful at problem-solving tasks in comparison with the English sample. Possible improvements, in the first place, might be obtained by a careful synthesis of curricula and instructional strategies but is this too simple a solution? A major goal of this paper will be to provide insight into the limitations of large-scale international studies and research methodologies as well as advocate qualitative approaches which, if not challenging such studies certainly complement and enrich them by setting out to answer another set of research questions. This paper also raises important questions about cultural differences which influence the aims and philosophy of education both directly and indirectly. 相似文献
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This article explores the geographies of difference at LI-NSU, a Mexican university program where English is the predominant language of instruction. The interactions between
LI-NSU students and students from other programs are marked by themes of national identity and symbolically charged views
of English, creating a contested ‘poetics of space’ within the classroom and beyond. The article questions the impact that
English-only classrooms may have on student identity in contexts where English is not the official or dominant language. 相似文献
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Building upon scholarly work on corporate associations, social identity, and corporate philanthropy, this study aimed to: (1) identify the effect of perceived corporate ability (CA) associations of professional sport organizations (PSO) on consumer support of their nonprofit partners and (2) understand communication strategies that enable PSOs to gain greater business benefits from their philanthropic activities. The results of an experiment supported the role of perceived CA in influencing consumer intentions to donate to a PSO's nonprofit partner, and further showed that this perception had a greater effect when respondents’ identification with the PSO was low. The finding also indicated that a message describing a PSO's donation of a large amount of money for a cause could create positive attitudes toward the PSO. These findings extend recent work on professional sport philanthropy by demonstrating that—under certain conditions—such an activity can enhance benefits for both PSOs and their nonprofit partners. 相似文献
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John Aubrey Douglass 《European Journal of Education》2012,47(2):242-259
What accounts for the rapid growth in the For-Profit (FP) higher education sector in the US? How will its growth influence educational opportunity and degree attainment rates in a country that first pioneered a mass higher education built largely on expanding public colleges and universities? The current US experience is a version of what I call the ‘Brazilian Effect’: when public higher education cannot keep pace with growing public demand for access and programmes, governments often allow FP's to rush in and help fill the gap, becoming a much larger and sometimes dominant provider. This is the pattern in many developing economies such as Brazil, Korea, Poland and other parts of the world. Despite new federal regulations intended to better regulate For-Profits, my prediction is that they will continue to grow over the long-term in the US not so much because they meet societal demands for diverse forms of higher education, but because of the inability of the public sector to return to the levels of public subsidies they had in the past. The result now, and in the future, is a kind of policy default: the future tertiary market will not be the result of a well thought out policy at the national or state levels, but a quasi-free market consequence that will foster lower quality providers and fail to meet national goals for increasing the educational attainment level of Americans. This article discusses how higher education policymaking is about broad issues of socioeconomic mobility and economic competitiveness, but it is also about money, big business, and political influence. 相似文献
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This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers’ views and understanding of the early childhood mathematics curriculum are; how RC teachers implement early years mathematics policy; and how RC children respond. A case study design included interviews with elite participants who influenced the policy-making process, survey of RC teachers and a detailed investigation of RC classes on three school sites. As elite interviews underlined, international comparison studies have had an important influence on early childhood mathematics policies by creating top-down pressure for standards. Elites and practitioners drew attention to a tension between a play-based pedagogy and a standards agenda. Tensions in policy text were reflected in mixed and ambivalent views and reported practices by elites and practitioners. RC teachers did not merely receive and implement policy expectations but brought their own values and understandings to practice. The study reveals interplay between local and global influences in a context of changing views of early childhood, early learning and early years pedagogy. 相似文献
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Geographical relocation may create a number of adjustment issues for individuals including isolation and loneliness. For some, cheering for a team and being part of a fan group may be one way to address these issues and development a sense of community (SOC). The development of SOC, however, may be complicated when individuals no longer live near the team they root for. Though sport fan groups often exist outside of the area of the team, it is unclear if and how SOC develops in these groups, and further, how participation in the group influences views of the current residence. This paper addresses this gap by exploring SOC in one such ‘relocated’ sports fan group. Findings suggest elements of two prominent theories of SOC, and also extend that research by showing the process through which SOC develops, and how group participation impacts feelings towards the current residence. 相似文献